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长期以来,我们广大教师(尤其是农村中学教师)对语法教学如何贯彻新的课程标准,感到不知所措,力不从心。在做法上沿袭着传统的教法(即灌输式、注入式)教师通常逐句翻译,逐句讲解语法规则,往往是一个语法知识讲下来,教师累不说,学生听得味如嚼蜡。内容脱离学生的生活实际,不能调动学生的兴趣。记起来费力,而且很快就遗忘。为了应试,教师只好走入另一个误区(即题海战术),结果耗时多,收效慢。笔者在学习新课标后,在教学实践中,悟出了一个可行的办法。那就是把课标的理念与精神引入语法教学实践,以实践为主,以语篇为载体,在具体生动而又鲜活的语言环境中体验,感悟或认知语法知识、并在交际中实践和运用。改革以往把知识分离开来,只见树木,不见森林的教学方法。这样做,首先教师要洗脑,要解放思想,更新观念,而且还要付出创造性的劳动。大家都知道:我国课改的重点就是要改革英语课程过分重视语法和词汇知识的讲解与传授,忽视对学生实际语言运用能力培养的倾向。强调课程从学生的学习兴趣、生活经验和认识水平出发,倡导体验、实践、参与合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。
基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听说读写技能,形成一定的综合语言运用能力,培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生了解世界和中西方文化的差异,拓展视野,培养爱国主义精神,形成健康的人生观,为他们的终身学习和发展打下良好的基础。其理念是“……使他们在学习过程中发展综合语言运用能力,提高人文素养,增强实践能力,培养创新精神。”
为了实践新课标,笔者做了大胆地尝试,鉴于篇幅的原因,下面就仅以“动名词(Gerund)为例来说明如何从实践、交际、整体认知(或者说整体输入)的角度,开展语法教学。
M. L. Hunter认为:Present together things to be remembered together。笔者认为,不管是词汇、短语还是语法都不能孤立地学,应整体输入,这样才有意义。故笔者把动名词常见的一些用法编写成有一定语境,而又贴近学生的生活实际,符合学生的认知水平的短文。运用多媒体制作成课件。把文章在大屏幕上播放。再在重要的地方用光标指着闪动,吸引学生的注意。充分运用光、声、电的优势,并根据文意,制作一些图片,增强表现力和视觉效果。教师与学生互动,引导学生主动积极参与其中。组织形式用对话式的模式,一步一步将学生导入,并启发学生观察、体验、感悟、总结与归纳,教师一旁点拨。具体步骤与做法:
第一步:放短文在大屏幕上。
全文如下:
Gerund
I usually wake up very early. I’m used to getting up early and I don’t have any problem getting up because I dislike staying up late at night. I usually spend half an hour exercising in the morning as I feel like keeping fit. Healthy food and enough exercise prevent me becoming fat. I enjoy listening to music. I’m considering buying a piano. Although practising playing the piano takes a lot of hard work and effort, I won’t give up once I start. I seldom miss enjoying good concerts. I always have a lot of fun listening to them.
My younger brother, Jim has some bad habits. He always seems to have a hard time getting up early, especially at weekends and in cold winter. He enjoys smoking. I always tell him to stop smoking because smoking does great harm to people’s health, but he still keeps on smoking. I really can’t understand his smoking so heavily. My parents do mind his smoking at home. To my surprise, he tells me that he can’t imagine living through without cigarettes. His refusing to give up smoking makes us disappointed and angry. I believe he will surely regret not taking our advice sooner or later when he some day gets into trouble.
Doesn’t he think it is worth the effort to improve his life by breaking a bad habit and developing a good one?
Doesn’t he believe having good habits is the key to keeping his life happy? For him, why not try reading good books and listening to good music in his spare time? I wonder. I can’t help worrying about my dear younger brother, Jim a lot from time to time.
第二步:师生互动
T:Do you usually wake up early?
S:Yes, I do.
T:Are you used to getting up early?
S:Yes, I am used to getting up early.
(在这里,学生只回答Yes还不够,还要求他们把I am used to getting up early完整说出。以下要求相同)
教师点拨:here“be used to” should be followed by an?鄄ing form “getting”
T:So you don’t have any difficulty in getting up early, do you?
S:No, I don’t have any difficulty in getting up early.
T:Why?
S:(学生看着屏幕字幕答)Because I dislike staying
up late at night.
T:Do you usually spend half an hour exercising in the morning?
S:Yes, I usually spend half an hour exercising in the morning.
T:Why?
S:Because I feel like keeping fit.
以下用类似的方法问答,教师作点拨与适当总结归纳。这样操作起来即使成绩差一点的学生也能听懂,不吃力,而且他们知道像这样的一些地方就用-ing form。易学好记。
第三步:教师带引学生总结动名词在本文中的作用,并记住一些动名词充当宾语的动词及词组。先感悟,然后熟读。
第四步:巩固
为了方便记忆,我把常见的跟动名词的动词及结构浓缩成几个词形成一个句子,每个字母代表一些单词或者词组。
Fields keep feeding on acid from Qoetes
F→fancy;finish;forget;forbid
I→insist(on);imagine
E→escape;excuse;enjoy;endure
L→lead to;look up to;look forward to
D→delay;deny;devote oneself to
S→suggest;stop;see to;stick to
K→keep;keep on
P→practise;persist;permit;postpone
G→give up
O→object to
A→admit;appreciate;avoid
C→consider
R→resent;risk;regret;require
M→mind;miss
Q→quit
动名词的其它作用也可仿照此做法,编一个小片段,来呈现给学生。这样就给学生一个整体印象,学生在实践与活动中习得了知识,并参与交际运用,好学不枯燥,教学活动轻松,教学的手段也新颖,整个教与学体现了教师的创造性劳动与学生的主动参与,相得益彰。
由于本人水平有限,有些方面还比较肤浅,诚望读者与专家不吝赐教!
基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听说读写技能,形成一定的综合语言运用能力,培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生了解世界和中西方文化的差异,拓展视野,培养爱国主义精神,形成健康的人生观,为他们的终身学习和发展打下良好的基础。其理念是“……使他们在学习过程中发展综合语言运用能力,提高人文素养,增强实践能力,培养创新精神。”
为了实践新课标,笔者做了大胆地尝试,鉴于篇幅的原因,下面就仅以“动名词(Gerund)为例来说明如何从实践、交际、整体认知(或者说整体输入)的角度,开展语法教学。
M. L. Hunter认为:Present together things to be remembered together。笔者认为,不管是词汇、短语还是语法都不能孤立地学,应整体输入,这样才有意义。故笔者把动名词常见的一些用法编写成有一定语境,而又贴近学生的生活实际,符合学生的认知水平的短文。运用多媒体制作成课件。把文章在大屏幕上播放。再在重要的地方用光标指着闪动,吸引学生的注意。充分运用光、声、电的优势,并根据文意,制作一些图片,增强表现力和视觉效果。教师与学生互动,引导学生主动积极参与其中。组织形式用对话式的模式,一步一步将学生导入,并启发学生观察、体验、感悟、总结与归纳,教师一旁点拨。具体步骤与做法:
第一步:放短文在大屏幕上。
全文如下:
Gerund
I usually wake up very early. I’m used to getting up early and I don’t have any problem getting up because I dislike staying up late at night. I usually spend half an hour exercising in the morning as I feel like keeping fit. Healthy food and enough exercise prevent me becoming fat. I enjoy listening to music. I’m considering buying a piano. Although practising playing the piano takes a lot of hard work and effort, I won’t give up once I start. I seldom miss enjoying good concerts. I always have a lot of fun listening to them.
My younger brother, Jim has some bad habits. He always seems to have a hard time getting up early, especially at weekends and in cold winter. He enjoys smoking. I always tell him to stop smoking because smoking does great harm to people’s health, but he still keeps on smoking. I really can’t understand his smoking so heavily. My parents do mind his smoking at home. To my surprise, he tells me that he can’t imagine living through without cigarettes. His refusing to give up smoking makes us disappointed and angry. I believe he will surely regret not taking our advice sooner or later when he some day gets into trouble.
Doesn’t he think it is worth the effort to improve his life by breaking a bad habit and developing a good one?
Doesn’t he believe having good habits is the key to keeping his life happy? For him, why not try reading good books and listening to good music in his spare time? I wonder. I can’t help worrying about my dear younger brother, Jim a lot from time to time.
第二步:师生互动
T:Do you usually wake up early?
S:Yes, I do.
T:Are you used to getting up early?
S:Yes, I am used to getting up early.
(在这里,学生只回答Yes还不够,还要求他们把I am used to getting up early完整说出。以下要求相同)
教师点拨:here“be used to” should be followed by an?鄄ing form “getting”
T:So you don’t have any difficulty in getting up early, do you?
S:No, I don’t have any difficulty in getting up early.
T:Why?
S:(学生看着屏幕字幕答)Because I dislike staying
up late at night.
T:Do you usually spend half an hour exercising in the morning?
S:Yes, I usually spend half an hour exercising in the morning.
T:Why?
S:Because I feel like keeping fit.
以下用类似的方法问答,教师作点拨与适当总结归纳。这样操作起来即使成绩差一点的学生也能听懂,不吃力,而且他们知道像这样的一些地方就用-ing form。易学好记。
第三步:教师带引学生总结动名词在本文中的作用,并记住一些动名词充当宾语的动词及词组。先感悟,然后熟读。
第四步:巩固
为了方便记忆,我把常见的跟动名词的动词及结构浓缩成几个词形成一个句子,每个字母代表一些单词或者词组。
Fields keep feeding on acid from Qoetes
F→fancy;finish;forget;forbid
I→insist(on);imagine
E→escape;excuse;enjoy;endure
L→lead to;look up to;look forward to
D→delay;deny;devote oneself to
S→suggest;stop;see to;stick to
K→keep;keep on
P→practise;persist;permit;postpone
G→give up
O→object to
A→admit;appreciate;avoid
C→consider
R→resent;risk;regret;require
M→mind;miss
Q→quit
动名词的其它作用也可仿照此做法,编一个小片段,来呈现给学生。这样就给学生一个整体印象,学生在实践与活动中习得了知识,并参与交际运用,好学不枯燥,教学活动轻松,教学的手段也新颖,整个教与学体现了教师的创造性劳动与学生的主动参与,相得益彰。
由于本人水平有限,有些方面还比较肤浅,诚望读者与专家不吝赐教!